Mosaïque D'Hadrumète, Triomphe De Neptune, Mid Third Century AD Musée Archéologique De Sousse

Votive tablet depicting Shamash, the sun-god of Sippar, seated in his shrine with the Babylonian king Nebopaliddin being led into the God's presence by two figures. Babylonian art, 9th century BC.

Learn more https://www.archaeologs.com/w/sippar/

Το Ιράν των Αγιατολάχ: ένα Μασωνικό Παρασκεύασμα - αποκαλύπτει ο Έλληνας Ιρανολόγος καθ. Μουχάμαντ Σαμσαντίν Μεγαλομμάτης

Ayatollahs' Iran: A Freemasonic Fabrication, reveals the Greek Iranologist Prof. Mohammad Samsaddin Megalommatis

ΑΝΑΔΗΜΟΣΙΕΥΣΗ ΑΠΟ ΤΟ ΣΗΜΕΡΑ ΑΝΕΝΕΡΓΟ ΜΠΛΟΓΚ “ΟΙ ΡΩΜΙΟΙ ΤΗΣ ΑΝΑΤΟΛΗΣ”

Το κείμενο του κ. Νίκου Μπαϋρακτάρη είχε αρχικά δημοσιευθεί την 27η Σεπτεμβρίου 2018.

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https://greeksoftheorient.wordpress.com/2018/09/27/το-ιράν-των-αγιατολάχ-ένα-μασωνικό-παρ/ =============================

Οι Ρωμιοί της Ανατολής – Greeks of the Orient

Ρωμιοσύνη, Ρωμανία, Ανατολική Ρωμαϊκή Αυτοκρατορία

Αναδημοσιεύω εδώ ένα εντυπωσιακό άρθρο του Έλληνα ανατολιστή ιστορικού και πολιτικού επιστήμονα, καθ. Μουχάμαντ Σαμσαντίν Μεγαλομμάτη, ο οποίος διαλύει πολλούς μύθους που υπάρχουν στην κοινή γνώμη σχετικά με το Ιράν ως τάχα ‘αντίπαλο’ της δυτικής Νέας Τάξης Πραγμάτων.

Αρχικά δημοσιευμένο το 2007, το ανατρεπτικό άρθρο αναδημοσιεύθηκε σε πολλά ιρανικά πόρταλς της Διασποράς επειδή οι Ιρανοί κατάλαβαν εύκολα το τι έλεγε για την χώρα τους ο εξαίρετος Έλληνας ιρανολόγος, ο οποίος έχει μελετήσει την ιστορία του Ιράν και έχει περιπλανηθεί στην χώρα εκείνη όσο ελάχιστοι άλλοι ειδικοί.

Ayatollahs’ Iran: a Nationalistic Theocracy as Freemasonic Machination

By M. Shamsaddin Megalommatis

Saturday 22 December 2007

http://www.fravahr.org/spip.php?article411

and https://www.academia.edu/24267250/Ayatollahs_Iran_a_Nationalistic_Theocracy_as_Freemasonic_Machination

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The current theocratic and utterly unrepresentative regime of Iran was not the choice of the peoples and nations of Iran. The events that triggered the fall of Shah and the return of Ayatollah Khomeini were all machinated by an Apostate Freemasonic Lodge that controls part of the French and the English establishments and through them part of the American establishment.

The danger that the late Shah of Iran represented for their eschatological plans was absolutely tremendous. This does not imply that they intended to help establish a pseudo-Shia theocracy in Iran; simply they were not able to completely control the developments. As a matter of fact, the late Shah intended to modernize, industrialize and westernize Iran in the 70s; one could compare his attempt to that of Mustafa Kemal Ataturk in Turkey, 50 years earlier.

A strong Iran next to a strong Turkey is enough to make the Anglo-French colonial establishments spend years without an easy sleep. Although this would look good for Western geo-political and geo-strategic interests, particularly in containing Tsarist Russia / USSR / Putin’s oligarchy, in real terms of Western Freemasonic conspiracy in the Middle East it is abominable because it would hinder all Freemasonic plans and projects for the Middle East, the area of their primary concern par excellence.

Mossadegh received by Truman

Mossadegh was a Freemason Islamist. His supporters became later the supporters of Khomeyni and founders of the Islamic regime.

It sounds awkward but it is absolutely real: the late Shah of Iran tried with a delay of 17 years (as of 1970) to implement the basic concepts of the Iranian nationalistic policies of Dr. Mohammed Mossadegh, a great Iranian statesman whom the Freemasonic mass media of the West did their ingenious best to defame and ridicule, while falsely portraying him as … related to the Iranian Communist party!

[In fact, Mohamad Mossadegh was himself a Freemason and an Islamist. His so-called nationalism was no more than an International-Islamism inspired by Freemasonry — Fravahr]

When Madeleine Albright, decades later, admitted that the Eisenhower administration was involved in the Operation Ajax that ended with the Mossadegh’s removal, she did not state any other reason except geopolitical considerations. In fact, these considerations were Freemasonic eschatological approaches to the Middle East, covered by English economic interests, and involved volumes of falsified information produced in order to mislead the gullible and deeply unaware American establishment — through use of pro-English agents who were active in Washington D.C.

The Shah himself must have felt in the early and mid 70s how right Mohammed Mossadegh was. In his last days in Tehran, the Shah must have also remembered his father’s last days in the throne, when in September 1941 the English had forced him to abdicate in favour of his young son, as they could not accept Iran’s neutrality in WW II.

The Freemasonic anti-Iranian conspiracy played on the Iranian peoples’ feelings against the Shah, and involved the return of Ayatollah Khomeini who had spent some months in France. In fact, the Apostate Freemasonic Lodge pushed to the political forefront Iranians who had already lived and studied in France where they had become Freemasons, like Mehdi Bazargan, Khomeini’s first Prime Minister, and Abolhassan Banisadr, the first Iranian President.

They were joined in their effort to canalize the Iranian Revolution by Sadegh Ghotbzadeh, who had studied in America, and had travelled with Ayatollah Khomeini from Paris to Tehran on February 1st 1979 to become later Foreign Minister (after Banisadr) and then be arrested and executed (September 1982) as betrayed by President George H. W. Bush. After 1983, Freemasonic influence on Iranian policies has been indirect.

Indirect manipulation involves the mental, spiritual, philosophical, ideological, and therefore political engulfment of the targeted establishment into erroneous perception of the present realities and the future targets of the Apostate Freemasonic Lodge within a context that can be rather parallelized with an iterated Prisoner’s Dilemma.

Shia Eschatology in contrast with Freemasonic Messianism

Worship of Isis

Freemasonic ritual as on the walls of the Isiac Freemasonic Lodge (Temple of Isis) at Pompeii

The worship of Isis is depicted in this wall-painting from Herculaneum. The high priest stands at the entrance to the temple and looks down on the ceremony beneath him, which is supervised by priests with shaven heads. In the case of the Ayatollah Ruhollah Khomeini, the Freemasonic establishment’s arsenal reaches its limits. Drawing from a late Sassanid Zervanism that survived within Shia Islam since the early days of the Islamic conquest of Iran (636: Sassanid defeat at Qadisiyah, 641 Sassanid defeat at Nihavent, 651: arrival of Islamic armies at Merv in Central Asia), Shia Eschatology revolves around the prevalence of Time as determinant element in the Mystic History of the Mankind; this is utterly alien to Western Freemasonic dogmas and doctrines that draw from Late Antiquity’s Gnosticisms, Hermetism, and Messianic Isidism.

With Khomeini’s doctrine based on the termination of the Ghaybah (“Occultation”) of the Shia Islamic Twelfth Imam (the Shia version of the Messiah) by means of the Islamic Republic of Iran, we reach one step closer to what is called in Islam Al Yom al Ahar (“the End of Time”).

Despite the fact that Iran and most of the Islamic World are engulfed in ignorance and confusion due to the academic systems that Freemasonic Europe produced to facilitate the advent of the Freemasonic Messianic, namely the Hellenism, the Orientalism, the Pan-Arabism, and the (Sunni) Islamism, the Shia establishment of Iran, sticking to the completion of the work initiated by Ayatollah Khomeini, have little chance to be misguided and deceived.

Contrarily to the Freemasonic concept of a Horus — Messiah, creation of Isis (as Freemasonry is symbolized within the Freemasonic eschatological doctrine), a Zervan — Twelfth Imam hinges on the absorption of all into a New Aeon with little concern about an Elected People to be saved.

Contrarily to a Horus — Victorious King and Pacifier, the concept of Zervan — Twelfth Imam involves the liberation of every person from the negative energy therein encrusted through various ways; as Zervan Akarana promises a monstrous appearance, yet able to embody the Loftiest of the Divine, the Shia Islamic Twelfth Imam promises no peace and no return for any elected people, but heralds the miraculous transformation of the miserable into luminous sources in the present world (after Al Yom al Ahar) and the Hereafter (Al Yom al Qiyamah).

There is certainly a Manichaean influence on the late Sassanid Zervanism (and through this system on the Shia Islam) but the Western stern rejection of Manichaeism proliferated only confusion and dire practices among the Apostate Freemasons. In fact, the Freemasonic Apostasy is a repetition of an earlier Apostasy that took place in the Late Antiquity, and caused the disastrous descent into the Middle Ages.

Unable to transcend, the Apostate Freemasonic Lodge seems set for disastrous developments that will now cover the entire surface of the Earth. Determined to continue an evil process started by Napoleon and sped up by Edmund Allenby, the Apostate Freemasonic Lodge seems today unable to perceive the impending domino effect that will ensue from an attack on Iran. The Apostate Lodge machinated the Anglo-French colonialism in order to create a false and precarious Israel (for Jews, not Israelites), thus exterminate both Jews and Palestinians (after a supposed final peace), and then set up a true Israel able to accommodate the migrating — because of expected ominous natural phenomena — English, Irish, Scots, French, Belgian, Dutch, and Scandinavians (namely the true descendants of the Ten Tribes of Israel). That final Israel that would span between the rivers Euphrates (Assyria) and Nile (Egypt) may simply never come to existence because of the rise of a New Era for the Middle East triggered by an attack on Iran.

The Advent of the End of Time

If Ahmadinejad referred to Mahdi’s advent (which means automatically the End of Time) already in his first speech at the UN (in September 2005), what happened meanwhile that indicates that by now an apocalyptic scenario would follow an American attack on Iran? Why what could happen in March 2006 should not occur in December 2007?

The answer to such a question is at the same time a full response to a great number of eschatological interpretations. The History of the Mankind can also be viewed as a History of missed opportunities. More recently, after 2001, to give an example, the US could have pacified Iraq, if they had the knowledge and the courage to do what it would take. Simply, they were either unaware or misled. Usually, to know how a solution can be found to a historical — political problem, one has to transcend; this mainly means that one has to see the problem in question as a non-problem, or place it within wider frame, or view it through different standpoints, or apply all these methods. Basically, a historical — political problem’s solution involves the non-consideration of a part’s interests.

An answer to the aforementioned question is at the same time a complete rejection of numerous approaches to historical texts of eschatological contents. As a matter of fact, there has always been a vast interpretational literature of the Prophetic books of the Bible, of the Revelation, of the Apocalyptic Hadith, and of the eschatological traditions of various peoples from India to Mexico. With the inception of the web, and the rise of spiritual interest in a post-Communist world, the interpretational interest only multiplied. Specifications and clarifications about the time of the arrival of Mahdi, the Messiah, Jesus as Islamic Prophet, Jesus as Christ of the Christian religion, etc. can be found in great number.

All these approaches emanate from a world plunged into the swamp of Time, a world whereby all people take for granted that Time exists. Yet, the Mankind existed for several thousands of years without shaping the concept of Time. For many great thinkers and wise elders in Sumer, Akkad, Egypt, Assyria and Babylon, Hittite Anatolia, and Biblical Israel, Time simply did not exist. The interaction of Being and Becoming was perceived completely differently, particularly by peoples who used the same word for “day” and “time” (e.g. umu in Assyrian — Babylonian). In a world viewed, perceived, sensed, and experienced diachronically, there is little place for fanaticism and empathy, as all reflect an eternal recapitulation of everything.

In that world, great diachronic (and therefore apocalyptic and eschatological) Epics were compiled for a first and original occasion, and their elements, data, concepts and details were later diffused among later epics, mythical texts and apocalyptic literature. As a matter of fact, there is nothing original that was not already said before Moses. To give an example, it is sheer ignorance for anyone to believe that the concept of the Antichrist goes as back as the Revelation and Daniel.

More than 1500 years before the Revelation, for the Anatolian Hittites the Antichrist (Ullikummi) would rise from the Sea. The author of the Revelation reassessed the same topic, adding only an effort of identification of the Messiah (Tasmisu for the Ancient Hittites — Jesus as Christ for the Christians). More than 2000 years before Isaiah, the concept of the Messiah existed in the Egyptian Heliopolitan Doctrine.

Viewing the present world through the eyes of an Egyptian, Assyrian or Hittite erudite scholar would offer a completely different perspective, and certainly more authoritative as emanating from a diachronic consideration of the Mankind’s and the World’s existence. In most of the cases, this was avoided because of the salacity of Western Orientalists, who instead of serving truth, did promote preconceived ideas either of Freemasonic or Christian Catholic nature. What would destroy pillars of their false faiths had to be covered by silence; this is the “veracity” of the Western universities’ professors.

2007: A Changed World and Iran

In fact, many things have changed over the past 21 months; they are not easily visible to average people and supposed leaders. Even worse, it seems that they are not ostensible to panicked establishments and elites either.

Losing a unique opportunity to be the sole superpower and thus accomplish the wishes of the Founding Fathers, the US will have to become familiar with the reality of a multi-polar world.

If we exclude the nonsensical nuclear mutual destruction, which will be always a possibility, as long as nuclear weapons exist, America’s interests can be hit at any moment. America lost considerably because America allied itself with the only country they should never work together: England.

Discrediting America, exposing the US, while mobilizing others’ forces to contain America and finally avert a long perspective Pax Americana, England convinced the US leadership to pursue the only way that can truly damage the US interests: action against the Moral Principles that the Founding Fathers stipulated so clearly for the then young and promising, Anti-Colonial, nation that would diffuse Freedom, Justice and Democracy to the rest of the world.

The US leadership failed to assess that it would be detrimental to pursue after 1991 immoral practices employed at the times of the Cold War. The policy of double standards (two measures and two weights) would convince all possible adversaries that the US represents a threat, and would mobilize many against America. The enumeration could be very long.

Vice-president Cheney’s trip to Saudi Arabia in November 2006 was certainly taken very seriously by the Iranians — within eschatological context, I mean. The Islamic Messiah will certainly exterminate a cursed, Satanic regime in charge of Haramayn, the two holy cities of Mekka and Madinah.

One would not ask America to believe the Islamic eschatological literature; but one would anticipate America to take it into account, and shape its policy accordingly. The rest is just inane.

Saudi Arabia cannot exist — if Israel is to survive!

It was a pathetic American effort to continue English Colonial policies of division and strife in the Middle East; these policies targeting the existence of the Ottoman Empire and Imperial Iran, if pursued by America, against Turkey and Iran, can guarantee the total disaster of America.

Yet, Prof. Huntington, in a moment of truth, exposed the truth plainly, when he attributed the Islamic Extremism and Terrorism to the lack of a core State for the Muslim world. This was precisely the work of the Anglo-French Apostate Freemasonic Lodge that we already mentioned. America should not be confused with the Anglo-French secondary conflicts, as highlighted by the San Remo arguments between Clemenceau and Lloyd George.

For America’s interests to prevail, for the present state of Israel to survive, for a solution of the quasi-permanent Palestinian problem to be found, America should avoid any direct interference in the affairs of the Muslim World.

Any US attack against Iran would trigger an unexpected and unsuspected reaction that would certainly have a lot to do with Islamic eschatological expectations.

The explosion would immediately bring in other, sizeable, non-Islamic countries that are ready for a severe collapse of the present global economic structures, as their economies are better suited for barter trade. These countries would not necessarily help Iran militarily; they would simply make impossible for America to sustain the cost of a conflict spanning from Yemen and Israel to Afghanistan and Pakistan, at a moment Saudi and Emirati oilfields would not be anymore functional.

America should keep itself outside the Muslim World, and following the instructions of Prof. Huntington, help (with the cooperation of Israel) the rise of a core Muslim country in the Middle East that would eradicate the nefarious colonial deeds of the Apostate Freemasonic Lodge.

This country should be a secular and humanist, democratic country that would be committed to the elimination of Pan-Arabism and Islamic Extremism. To support the rise of a vast Oriental State, America should fervently oppose France and England.

This would redraw the map of the Middle East, but ultimately save the present state Israel, offer peace to the Palestinians, and grant concord to the other Middle Eastern countries. Only a vast Oriental State would have no problem in containing Iran and outmanoeuvring the Ayatollah regime.

Otherwise the Death will hit America — in an irrevocable and precipitated way.

Europe would be affected too; and that Apostate Freemasonic Lodge would be severely persecuted in a new — unrecognizable — Europe ruled by a new Iron Man of the North.

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Κατεβάστε την αναδημοσίευση σε Word doc.:

https://www.slideshare.net/MuhammadShamsaddinMe/ss-250701066

https://issuu.com/megalommatis/docs/iran_of_the_ayatullahs.docx

https://vk.com/doc429864789_621631094

https://www.docdroid.net/HEpNSXC/to-iran-ton-aghiatolakh-ena-masoniko-paraskeuasma-docx

Educational-Intellectual De-Westernization for Africa: Rejection of the Colonial, Elitist, Racist and Profane European Concepts of 'University' and 'Academy'

In a previous article published under the title "Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization", I expanded on the diverse misconceptions, oversights, errors and problems that existed in the early discourses of the African Afrocentric intellectuals who wanted to liberate Africa from the colonial yoke but did not assess correctly all the levels of colonial penetration and impact, namely spiritual, religious, intellectual, educational, academic, scientific, cultural, socio-behavioral, economic, military and governmental. You can find the article's contents and links to it at the end of the present, second part of the series.  

What matters mostly is not the study and the publication of Assyrian cuneiform texts, but the reestablishment of the Ancient Mesopotamian conceptual approach to Medicine as a spiritual-material scientific discipline; "a large collection of texts from the Assyrian healer Kisir-Ashur's family library forms the basis for Assyriologist Troels Pank Arbøll's new book. In the book entitled Medicine in Ancient Assur - A Microhistorical Study of the Neo-Assyrian Healer Kiṣir-Aššur, Arbøll analyses the 73 texts that the healer, and later his apprentices, scratched into clay tablets around 658 BCE. These manuscripts provide an incredibly detailed picture of the elements, which constituted this specific Mesopotamian healer’s education and practice". https://humanities.ku.dk/news/2020/new-book-provides-rare-insights-into-a-mesopotamian-medical-practitioners-education-2700-years-ago/

Contents

Introduction

I. Centers of education, science and wisdom from Mesopotamia and Egypt to Constantinople and Baghdad: total absence of the Western concept of "university"

II. The Western European concept of "university": inextricably linked to the Crusades, colonialism and totalitarianism  

III. De-colonization for Africa: rejection of the colonial, elitist and racist concepts of "university" and "academy"

Introduction

As I stated in my previous article, the most erroneous aspects of the African Afrocentric intellectuals' approach were the following:

a) their underestimation of the extremely profound impact that the colonization has had on all dimensions of life in Africa,

b) their failure to identify the compact nature of the colonial system as first implemented in Western Europe, then exported worldwide via multifaceted types of colonization, and finally imposed locally by the criminal traitors and stooges of their Western masters in a most tyrannical manner, and

c) their disregard of the fact that the multilayered colonization project was carried out indeed by the colonial countries in other continents (Asia, Eastern Europe, Latin America, etc.) as well, being thus not only an African affair.

To the above, I herewith add another, most crucial, element of the worldwide colonial regime that the African Afrocentric intellectuals failed to identify:

- its indivisibility.  

In fact, you cannot possibly think that it is possible to reject even one part of the evil system (example: its Eurocentric pseudo-historical dogma, the promotion of incest and pedophilia, the sophisticated diffusion of homosexuality or another part) while accepting others, namely 'high technology', 'sustainable development', 'politics', 'democracy', 'economic stability', 'human rights', etc. Of course, this relates to the element described in the aforementioned aspect b, but it is certainly very important for all Africans not to make general dreams and not to harbor delusions as regards the Western colonial system that they have to reject as the most execrable and the most criminal occurrence that brought disaster to the Black Continent (and to the rest of the world) for several centuries.

In the present article, I will however stay close to the fundamental educational-academic-intellectual aspects of colonization that African academics, intellectuals, mystics, wise elders, erudite scholars, and spiritual masters have to take into account when considering how to reject and ban from their educational and research centers the colonially imposed pseudo-education and the associated historical forgeries, such as Eurocentrism, Hellenism, Greco-Roman world, Judeo-Christian civilization, etc. In part IV of my previous article, I explained why "Afrocentrism had to encompass severe criticism and total rejection of the so-called Western Civilization". Now, I will take this issue to the next stage.

I. Centers of education, science and wisdom from Mesopotamia and Egypt to Constantinople and Baghdad: total absence of the Western concept of "university"

You cannot possibly decolonize your land and de-Westernize your national education by tolerating the existence of 'universities' on African soil or anywhere else across the Earth. Certainly, this word is alien to all Africans, because it is part of the vocabulary or the barbarian invaders (université, university, etc.), who imposed it without revealing to the African students the racist connotation, which is inherent to this word.

Actually, the central measure taken and the principal practice performed by the inhuman Western colonial masters was the materialization of the evil concept of 'university' and the establishment of such unnecessary and heinous institutions in their colonies. This totalitarian notion was devised first in Western Europe in striking contrast to all the educational, academic, scientific systems that had existed in the rest of the world.

Since times immemorial, and noticeably in Mesopotamia and Egypt before the Flood (24th – 23rd c. BCE), institutions were created to record, archive, study, comprehend, represent, preserve and propagate the spiritual or material knowledge and wisdom in all of their aspects. From the Sumerian, Akkadian and Assyrian-Babylonian Eduba (lit. 'the house where the tablets are completed') and from the Ancient Egyptian Per-Ankh (lit. 'the house of life') to the highest sacerdotal institutions accommodated in the uniquely vast temples of Assyria, Babylonia and Egypt, an undividable method of learning, exploring, assessing, and representing the spiritual and material worlds (or universes) has been attested in numerous texts and documented in the archaeological record.

About Education, Wisdom, and Scientific Research in Ancient Mesopotamia:

en.wikipedia.org

Eduba - Wikipedia

About Education, Wisdom, and Scientific Research in Ancient Egypt:

There was no utilitarian approach to learning, studying, exploring, comprehending, representing and propagating knowledge and wisdom; in this regard, the human effort had to fit the destination of Mankind, which was -for all civilized nations- the epitome of all eschatological expectations: the ultimate reconstitution of the original perfection of the First Man.

Learning, studying, exploring, assessing or concluding on a topic, and representing it to others were parts of every man's moral tasks and duties to maintain the Good in their lives and to unveil the Wonders of the Creation. The only benefit to be extracted from these activities was of moral and spiritual order – not material. That is why the endless effort to learn, study, explore, assess, conclude and represent had to be all-encompassing.

The same approach, attitude and mentality was attested among Cushites, Hittites, Aramaeans, Iranians, Turanians,  Indians, Chinese and many other Asiatic and African nations. It continued so all the way down to Judean, Manichaean, Mazdaean, Christian, and Islamic times as attested in

a) the Iranian schools, centers of learning, research centers, and libraries of Gundishapur (located in today's Khuzestan, SW Iran), Tesifun (Ctesiphon, also known as Mahoze in Syriac Aramaic and as Al-Mada'in in Arabic; located in Central Mesopotamia), and Ras al Ayn (the ancient Assyrian city Resh-ina, which is also known as Resh Aina in Syriac Aramaic; located in North Mesopotamia);

b) the Aramaean scientific centers and schools of Urhoy (today's Urfa in SE Turkey; which is also known as Edessa of Osrhoene), Nasibina (today's Nusaybin in SE Turkey; which is also known as Nisibis), Mahoze (also known as Seleucia-Ctesiphon), and Antioch;

c) the Ptolemaic Egyptian Library of Alexandria, the Coptic school of Alexandria, and the Deir Aba Maqar (Monastery of Saint Macarius the Great) in Wadi el Natrun (west of the Nile Delta);

d) the Imperial school of the Magnaura (lit. 'the Great Hall') at Constantinople (known in Eastern Roman as Πανδιδακτήριον τῆς Μαγναύρας, i.e. 'the all topics teaching center of Magnaura');

e) the Aramaean 'Workshop of Eloquence', which is also known as the 'Rhetorical school  of Gaza' (earlier representing the Gentile tradition and later promoting Christian Monophysitism);

f) the Judean Rabbinic and Talmudic schools and Houses of Learning (בי מדרשא/Be Midrash) that flourished in Syria-Palestine (Beit Hillel and Beit Shammai) and in Mesopotamia (Nehardea, Pumbedita, Mahoze, etc.); and

g) the Islamic schools (madrasas), centers of learning, research centers, observatories, and libraries of Baghdad (known as House of Wisdom - Bayt al Hikmah/بيت الحكمة), Harran (in North Mesopotamia, today's SE Turkey), al-Qarawiyyin (جامعة القرويين; in Morocco), Kairouan (جامع القيروان الأكبر; in Tunisia), Sarouyeh (سارویه; near Isfahan in Iran), Maragheh (مراغه; in NW Iran), Samarqand (in Central Asia), and the numerous Nezamiyeh (النظامیة) schools in Iran, Caucasus region, and Central Asia, to name but a few.

About Iranian, Aramaean, Judean, and Christian schools, centers of learning, research centers, and libraries:  

en.wikipedia.org

Gundeshapur - Wikipedia

About Islamic schools (madrasas), centers of learning, research centers, observatories, and libraries:

en.wikipedia.org

House of Wisdom - Wikipedia

All these centers of learning did not develop the absurd distinction between the spiritual and material worlds that characterizes the modern 'universities' which were incepted in Western Europe. Irrespective of land, origin, language, tradition, culture and state, all these temples, schools, madrasas, observatories, and libraries included well-diversified scientific methods, cosmogonies, world perceptions, approaches to life, interpretations of facts, and considerations of data. Sexagesimal and decimal number systems were accepted and used; lunar, solar and lunisolar calendars were studied and evaluated; astronomy and astrology (very different from their modern definition and meaning which is the result of the Western pseudo-scientific trickery) were inseparable, whereas chemistry and alchemy constituted one discipline. These true and human centers of knowledge and wisdom were void of sectarianism and utilitarianism.

Viewed as moral tasks, search, exploration and study, pretty much like learning and teaching constituted inextricably religious endeavors. Furthermore, there was absolute freedom of reflection, topic conceptualization, data contextualization, text interpretation, and conclusion, because there were no diktats of theological or governmental order.

In brief, throughout World History, there were centers of learning, houses of knowledge, libraries, centers of scientific exploration, all-inclusive schools, but no 'universities'.

II. The Western European concept of "university": inextricably linked to the Crusades, colonialism and totalitarianism   

Western European and North American historians attempt to expand the use of the term 'university' and cover earlier periods; this fact may have already been attested in some of the links that I included in the previous unit. However, this attempt is entirely false and absolutely propagandistic.

The malefic character of the Western European universities is not revealed only in the deliberate, absurd and fallacious separation of the spiritual sciences from the material sciences and in the subsequently enforced elimination of the spiritual universe from every attempt of exploration undertaken within the material universe. Yet, the inseparability of the two universes was the predominant concept and the guiding principle for all ancient, Judean, Christian, Manichaean, Mazdaean, and Islamic schools of learning.

One has to admit that there appears to be an exception in this rule, which applies to Western universities as regards the distinction between the spiritual and the material research; this situation is attested only in the study of Christian theology in Western European universities. However, this sector is also deprived of every dimension of spiritual exercise, practice and research, as it involves a purely rationalist and nominalist approach, which would be denounced as entirely absurd, devious and heretic by all the Fathers of the Christian Church. As a matter of fact, rationalism, nominalism and materialism are forms of faithlessness.

All the same, the most repugnant trait of the Western European universities is their totalitarian and inhuman nature. In spite of tons of literature written about the so-called 'academic freedom', the word itself, its composition and etymology, fully demonstrate that there is not and there cannot be any freedom in the Western centers of pseudo-learning, which are called 'universities'. The Latin word 'universitas' did not exist at the times of the Roman Republic, the Roman Empire, and the Western Roman Empire. The nonsensical term was not created in the Eastern Roman Empire where the imperial center of education, learning, and scientific research was wisely named 'Pandidakterion', i.e. 'the all topics teaching center'.

The first 'universitas' was incepted long after the anti-Constantinopolitan heretics of Rome managed to get rid of the obligation to accept as pope of Rome the person designated by the Emperor at Constantinople, which was a practice of vital importance which lasted from 537 until 752 CE.

The first 'universitas' was incepted long after the beginning of the systematic opposition that the devious, pseudo-Christian priesthood of Rome launched against the Eastern Roman Empire, by fallaciously attributing the title of Roman Emperor to the incestuous barbarian thug Charlemagne (800 CE). 

Last, the first 'universitas' was incepted long after the first (Photian) schism (867 CE) and, quite interestingly, several decades after the Great Schism (1054 CE) between the Eastern Roman Empire and the deviate and evil Roman papacy.

In fact, the University of Bologna ('Universitas Bononiensis'; in Central Italy) was established in 1088 CE, only eight (8) years before the First Crusade was launched in 1096 CE.

It is necessary for all Africans to come to know the historic motto of the terrorist organization that is masqueraded behind the deceitful title "University of Bologna': "Petrus ubique pater legum Bononia mater" (: St. Peter is everywhere the father of the law, Bologna is its mother). This makes clear that these evil institutions (universities) were geared to function worldwide as centers of propagation and imposition of the lawless laws and the inhuman dogmas of the Western European barbarians.

At this point, we have to analyze the real meaning and the repugnant nature of the monstrous word. Its Latin etymology points to the noun 'universus', which is formed from 'uni-' (root of the Genitive 'unius' of the numeral 'unus', which means 'one') and from 'versus' (past participle of the Latin verb 'verto', which in the infinitive form 'vertere' means 'to turn'). Consequently, 'universus' means forcibly 'turned into one'. It goes without saying that, if the intention is to mentally-intellectually turn all the students into one, there is not and there cannot be any freedom in those malefic institutions.

'Universitas' is therefore the inauspicious location whereby 'all are turned into one', inevitably losing their identity, integrity, originality, singularity and individuality. In other words, 'universitas' was conceived as the proper word for a monstrous factory of mental, intellectual, sentimental and educational uniformity that produces copies of dehumanized beings that happen to have the same, prefabricated world views, ideas, opinions, beliefs and systematized 'knowledge'. In fact, the first 'students' of the University of Bologna were the primary industrial products in the history of mankind. Speaking about 'academic freedom' and charters like the Constitutio Habita were then merely the ramifications of an unmatched hypocrisy.

To establish a useful parallel between medieval times in Western Europe and modern times in North America, while also bridging the malefic education with the malignant governance of the Western states, I would simply point out that the evil, perverse and tyrannical institution of 'universities' definitely suits best any state and any government that would dare invent an inhumane motto like 'E pluribus unum' ('out of many, one). This is actually one of the two main mottos of the United States, and it appears on the US Great Seal. It reflects always the same sickness and the same madness of diabolical uniformity that straightforwardly contradicts every concept of Creation.

One may still wonder why, at the very beginning of the previous unit, I referred to "the racist connotation, which is inherent to" the word 'universitas'; the answer is simple. By explicitly desiring to "turn all (the students) into one", the creators of these calamitous institutions and, subsequently, all the brainless idiots, who willingly accepted to eliminate themselves spiritually and intellectually in order to become uniformed members of those 'universities', denied and rejected the existence of the 'Other', i.e. of every other culture, civilization, world conceptualization, moral system of values, governance, education, and approach to learning, knowledge and wisdom.

The evil Western structures of tyrannical pseudo-learning did not accept even the 11th c. Western European Christians and their culture an faith; they accepted only those among them, who were ready (for the material benefits that they would get instead) to undergo the necessary process of irrevocable self-effacement in order to obtain a filthy piece of paper testifying to their uniformity with the rest. Western universities are the epitome of the most inhuman form of racism that has ever existed on Earth.

As a matter of fact, there is nothing African, Asiatic, Christian, Islamic or human in a 'university'. If this statement was difficult to comprehend a few centuries or decades ago, it is nowadays fully understandable.

III. De-colonization for Africa: rejection of the colonial, elitist and racist concepts of "university" and "academy" 

It is therefore crystal clear that every new university, named after the Latin example and conceived after the Western concept, only worsens the conditions of colonial servility among African, Asiatic and Latin American nations. As a matter of fact, more Western-styled 'universities' and 'academies' mean for Africa more compact subordination to, and more comprehensive dependence on, the Western colonial criminals.

It is only the result of pure naivety or compact ignorance to imagine that the severe educational-academic-intellectual damage, which was caused to all African nations by the colonial powers, will or can be remedied with some changes of names, titles, mottos and headlines or due to peremptory modifications of scientific conclusions. If I expanded on the etymology and the hidden, real meaning of the term 'universitas', it is only because I wanted to reveal its perverse nature. But merely a name change would not suffice in an African nation's effort to achieve genuine decolonization and comprehensive de-Westernization.

Universities in all the Arabic-speaking countries have been called 'Jamaet' (or Gamaet; جامعة); the noun originates from the verb 'yajmaC ' (يجمع), which means collecting or gathering (people) together. At this point, it is to be reminded that the word has great affinity with the word 'mosque' (جامع; JamaC) in Arabic. However, one has to take into consideration the fact that the mere change of name did not cause any substantive differentiation in terms of nature, structure, approach to science, methods used, and moral character of the overall educational system.

Other vicious Western terms of educational nature that should be removed from Africa, Asia and Latin America are the word 'academy' and its derivatives; this word denoted initially in Western Europe 'a society of distinguished scholars and artists or scientists'. Later, in the 16th-17th c., those societies were entirely institutionalized. For this reason, since the beginning of the 20th c., the term 'academia' was coined to describe the overall academic environment or a specific independent community active in the different fields of research and education. More recently, 'academy' ended up signifying any simple place of study or training company.

As name, nature, contents, structure and function, 'academy' is definitely profane; in its origin, it had a markedly impious character, as it was used to designate the so-called 'school of philosophy' that was set up by Plato, who vulgarized knowledge and desecrated wisdom. In fact, this philosopher did not only fail to pertinently and comprehensively study in Ancient Egypt where he sojourned (in Iwnw; Heliopolis), but he also proved to be unable to grasp that there is no knowledge and no wisdom outside the temples, which were at the time the de facto high centers of spiritual and material study, learning, research, exploration and comprehension. He therefore thought it possible for him to 'teach' (or discuss with) others despite the fact that he had not proficiently studied and adequately learned the wisdom and the spiritual potency of the Ancient Egyptian Iwnw (Heliopolitan) hierophants and high priests.

Being absolutely incompetent to become a priest of the sanctuary of Athena at the suburb 'Academia' of Athens, he gathered his group of students at a location nearby, and for this reason his 'school' was named after that neighborhood. It is noteworthy that the said suburb's name was due to a legendary figure, Akademos (Ακάδημος; Academus), who was mythologized in relation with the Theseus legends of Ancient Athens. Using the term 'school' for Plato's group of friends and followers is really abusive, because it did not constitute an accredited priestly or public establishment.

In fact, all those, absurdly eulogized, 'Platonic seminars' were informal gatherings of presumptuous, arrogant, wealthy, parasitic and idiotic persons, who thought it possible to become spiritually knowledgeable and portentous by pompously, yet nonsensically, discussing about what they could not possibly know. It goes without saying that this disgusting congregation of immoral beasts found it quite normal to possess numerous slaves (more than their family members), consciously practiced pedophilia and homosexuality, and viewed their wives as 'things' in a deprecatory manner unmatched even by the Afghan Taliban. This nauseating and execrable environment is at the origin of vicious term 'academy'. And this environment is the target of today's Western elites.

Consequently, any use of the term 'academy' constitutes a straightforward rejection of the sacerdotal, religious and spiritual dimension of knowledge and wisdom, in direct opposition to what was worldwide accepted among civilized nations with great temples throughout the history of mankind. In fact, the appearance of what is now called 'Ancient Greek Philosophy' was an exception in World History, which was due to the peripheral and marginal location of Western Anatolia and South Balkans with respect to Egypt, Cush, Syria-Palestine, Mesopotamia, Anatolia, and Iran. In brief, the Ancient Greek philosophers (with the exception of very few who were true mystics and spiritual masters and therefore should not be categorized as 'philosophers') failed to understand that, by exploring the world only mentally and verbally (i.e. by just thinking and talking), no one can sense, describe, and represent (to others) the true nature of the worlds, namely the spiritual and the material universes.

Plato and his pupils (his 'school' or 'academy') were therefore ordinary individuals who attempted to 'prove' orally what cannot be contained in words and cannot be comprehended logically but contemplatively and transcendentally. All the Platonic concepts, notions, ideas, opinions and theories are maladroit and failed efforts to explain the Iwnw (Heliopolitan) religion of Ancient Egypt (also known among the Ancient Greeks as the 'Ennead'). But none of them was able to perform even a minor move of priestly potency or any transcendental act.

Furthermore, I have to point out that the absurd 'significance' that both, the so-called Plato's school and 'Ancient Greek Philosophy', have acquired in the West over the past few centuries is entirely due to the historical phenomenon of Renaissance that characterized 15th-16th c. Western Europe. But this is an exception even within the context of European History. Actually, the Roman ruler Sulla destroyed the Platonic Academy in 86 BCE; this was the end of the 'Academy'. Several centuries later, some intellectuals, who were indulging themselves in repetition, while calling themselves 'successors of Plato', opened (in Athens) another 'Academy', which was erroneously described by modern Western university professors as 'Neo-Platonic'. All the same, the Roman Emperor Justinian I the Great put an irrevocable end to that shame of profanity and nonsensical talking (529 CE).

The revival of the worthless institution that had remained unknown to all Christians started, quite noticeably, little time after the fall of Constantinople (1453); in 1462, the anti-Christian banker, statesman and intellectual Cosimo dei Medici established the Platonic Academy of Florence to propagate all the devilish and racist concepts of the Renaissance and praise the worthless institution that had been forgotten.

I recently explained why the Western European Renaissance and the colonial conquests are an indissoluble phenomenon of extremely racist nature; here you can find the links to my articles:

academia.edu

Aristotle as Historical Forgery, the Western World's Fake History & Rotten Foundations, and Prof. Jin Canrong's Astute Comments

亞里斯多德作為歷史偽造品，西方世界的虛假歷史和腐爛的基礎，金灿荣和他敏銳的評論 Аристотель как историческая подделка, фальшивая история и гнилые основы западного мира, и проницател

academia.edu

The Fake Texts of Ancient Greek 'Historians': the Behistun Inscription, Ctesias, Diodorus Siculus, Darius I the Great, and Semiramis

In a previous article published under the title 'Aristotle as Historical Forgery, the Western World’s Fake History & Rotten Foundati

academia.edu

The Collective West, its Mysteries, Illusions and Threats against the Mankind

Коллективный Запад, его тайны, иллюзии и угрозы человечеству Содержание Введение I. Колонизация: навязывание всему миру бесчеловечного запад

It becomes therefore crystal clear that Africa does not need any more Western-styled universities and academies; contrarily, there is an urgent need for university-level centers of knowledge and wisdom, which will overwhelmingly apply African moral concepts, values and virtues to the topics studied and explored. Learning was always an inextricably spiritual, religious, and cultural affair in Africa. No de-colonization will be effectuated prior to the reinstallation of African educational values across Africa' s schools.

Consequently, instead of uselessly spending money for the establishment of new 'universities' and 'academies', which only deepen and worsen Africa's colonization, what the Black Continent needs now is a new type of institution that will help prepare African students to study abroad in specifically selected sectors and with pre-arranged determination and approach, comprehend and reject the Western fallacy, and replace the Western-styled universities with new, genuinely African, educational institutions. Concerning this topic, I will offer few suggestions in my forthcoming article.   

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Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization

Introduction

I. Decolonization and the failure of the Afrocentric Intelligentsia

II. Afrocentric African scholars should have been taken Egyptology back from the Western Orientalists and Africanists 

III. Western Usurpation of African Heritage must be canceled.

IV. Afrocentrism had to encompass severe criticism and total rejection of the so-called Western Civilization

V. Afrocentrism as a form of African Isolationism drawing a line of separation between colonized nations in Africa and Asia

VI. General estimation of the human resources, the time, and the cost needed

VII. Decolonization means above all De-Anglicization and De-Francization

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Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization

За пределами афроцентризма: предпосылки для того, чтобы Сомали возглавила африканскую деколонизацию и девестернизацию What follows is the qu

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Educational-Intellectual De-Westernization for Africa: Rejection of the Colonial, Elitist, Racist and Profane European Concepts of ‘Universi

Образовательно-интеллектуальная девестернизация в Африке: отказ от колониальных, элитарных, расистских и богохульных европейских концепций «

Fragment from the Tomb of the Dancers

Second Intermediate Period, 17th Dynasty, c. 1630-1550 B.C. From Dra’ Abu el-Naga’. Now in the Ashmolean Museum, Oxford. AN1958.145

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Prof. M. S. Megalommatis - Interview with Leyla Tavşanoğlu, Cumhuriyet, 23 January 1994

Prof. M. Ş. Megalommatis - Leyla Tavşanoğlu ile söyleşi, Cumhuriyet, 23 Ocak 1994 проф. М.Ш. Мегаломматис - Интервью с Лейлой Тавшаноглу, Cumhuriyet, 23 января 1994 г. -------------------------— Türkiye ile Yunanistan arasındaki ilişkiler / Отношения между Турцией и Грецией / The relations between Turkey and Greece

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Prof. M. S. Megalommatis - Interview with Leyla Tavşanoğlu, Cumhuriyet, 23 January 1994

Prof. M. Ş. Megalommatis - Leyla Tavşanoğlu ile söyleşi, Cumhuriyet, 23 Ocak 1994 проф. М.Ш. Мегаломматис - Интервью с Лейлой Тавшаноглу, Cu

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Prof. M. S. Megalommatis – Interview with Leyla Tavşanoğlu, Cumhuriyet, 23 January 1994

Prof. M. Ş. Megalommatis – Leyla Tavşanoğlu ile söyleşi, Cumhuriyet, 23 Ocak 1994 проф. М.Ш. Мегаломматис – Интервью с Лейлой Тавшаноглу, Cu

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Prof. M. S. Megalommatis - Interview with Leyla Tavşanoğlu, Cumhuriye…

Prof. M. Ş. Megalommatis - Leyla Tavşanoğlu ile söyleşi, Cumhuriyet, 23 Ocak 1994 проф. М.Ш. Мегаломматис - Интервью с Лейлой Тавшаноглу, Cu

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Prof. Megalommatis Cumhuriyet 1994.pdf

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Abu Muhammad Ahmad ibn Atiq al-Azdi, Kitab al-baytarah (Book on Veterinary Medicine), 1223.

Courtesy Alain Truong

Kees Scherer - Temple of Nefertari at Abu Simbel, Egypt, 1965-1968

Stunning Frescoes of a Mysterious Dionysian Cult Discovered in Ancient Pompeii

Created more than a century before the eruption of Mount Vesuvius in 79 C.E., the wall paintings provide rare insights into secret rituals conducted in the Roman city.

Archaeologists in Pompeii have uncovered a series of nearly life-size frescoes spanning three walls of an ancient banquet hall. Set against a ruby-red backdrop, the wall paintings depict female followers of Dionysus—the Greek god of wine and ecstasy—engaged in secretive cult rituals.

Also known as maenads or bacchantes, the women have swords in their hands and slaughtered animals draped across their bare shoulders. Alongside flute-piping satyrs, they’re engaged in a wild, ritualistic dance, while shellfish, eels, squid and poultry dangle above them. In the center of it all, a clothed woman awaits her initiation into the cult.

Pompeii is full of colorful frescoes, but this one is particularly rare. The only other large wall painting depicting a Dionysian ceremony was unearthed in the so-called Villa of the Mysteries in the ancient city’s suburbs in 1909, according to a statement from the Pompeii Archaeological Park.

Known as a megalography—a Greek term for a large-scale painting—the banquet hall fresco was uncovered at the newly excavated House of Thiasus. It dates to the first century B.C.E., more than 100 years before Mount Vesuvius erupted in 79 C.E. and cast pumice and ash down upon Pompeii.

“In 100 years’ time, today will be remembered as historic,” Alessandro Giuli, the Italian culture minister, told reporters at the unveiling of the wall paintings on Wednesday, per Reuters’ Crispian Balmer. “Alongside the Villa of the Mysteries, this fresco forms an unparalleled testament to the lesser-known aspects of ancient Mediterranean life.”

As Giuli suggests, the festivals depicted in the frescoes were thoroughly secretive, even in antiquity.

“These were mystery cults, so what they did remains a mystery, even in the ancient written sources,” Sophie Hay, an archaeologist at Pompeii, tells the London Times’ Philip Willan.

Even so, the frescoes at Pompeii offer valuable insights into what worship of Dionysus, also known as the Roman god Bacchus, entailed.

Wine, of course, was central to these festivities. But researchers think cult members may have also consumed other substances, like opium, to enter “trance-like states,” Live Science’s Kristina Killgrove writes.

The women in the fresco are both hunters and dancers, suggesting that the duality of slaughter and revelry was a central tenet. The clothed, mortal woman who is awaiting initiation is depicted as “oscillating between these two extremes, two forms of the female being at the time,” Gabriel Zuchtriegel, director of the archaeological park, says in the statement.

“For the ancients, the bacchante or maenad expressed the wild, untameable side of women; the woman who abandons her children, the house and the city, who breaks free from male order to dance freely, go hunting and eat raw meat in the mountains and the woods,” he adds. In contrast, Zuchtriegel explains, were the women who emulated the goddess Venus and lived by the dictates of Roman society.

“The question is, what do you want to be in life, the hunter or the prey?” Zuchtriegel told reporters at the unveiling.

The hunting scenes may also stand as analogues for life and death. In the House of Thiasus, one woman eats raw meat. At the Villa of Mysteries, one breastfeeds a young goat.

“It’s the double function of death and rebirth. Dionysus dies and is reborn. Through initiation into the cult, you are born again,” Zuchtriegel says to the London Times.

By 186 B.C.E., these festivals were at risk of dying out, as Roman authorities attempted to crack down on the scandalous ceremonies. But the presence of the paintings in the House of Thiasus and the Villa of Mysteries suggest that the secret rituals survived.

Although archaeological work continues, the frescoes are now on public display.

By Eli Wizevich.

From Ferdowsi to the Seljuk Turks, Nizam al Mulk, Nizami Ganjavi, Jalal ad-Din Rumi & Haji Bektash  

By Prof. Muhammet Şemsettin Gözübüyükoğlu (Muhammad Shamsaddin Megalommatis)

Pre-publication of chapter XXIII of my forthcoming book “Turkey is Iran and Iran is Turkey – 2500 Years of indivisible Turanian – Iranian Civilization distorted and estranged by Anglo-French Orientalists”; chapter XXIII constitutes the Part Nine (Fallacies about the Golden Era of the Islamic Civilization). The book is made of 12 parts and 33 chapters.

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Read and download the chapter here:

Continental Empires

From Ferdowsi to the Seljuk Turks, Nizam al Mulk, Nizami Ganjavi, Jalal ad-Din Rumi & Haji Bektash

History, Ancient History, Silk-, Spice- Perfume Roads, Spirituality, Faith,

historikon.substack.com

From Ferdowsi to the Seljuk Turks, Nizam al Mulk, Nizami Ganjavi, Jalal ad-Din Rumi & Haji Bektash

By Prof. Muhammet Şemsettin Gözübüyükoğlu (Muhammad Shamsaddin Megalommatis)

Nubianization of the Cushites, Linguistic Denigration of Berbers, Denial of Hamitic Identity

Nubianization of the Cushites, Linguistic Denigration of Berbers, Denial of Hamitic Identity: the Next Genocide in Africa   

By Prof. Muhammad Shamsaddin Megalommatis

Speaking at the 5th Annual Conference of the Network of Oromo Studies (NOS), which took place on 27th February 2021 on Visual Technology, I exposed one more Western colonial distortion, falsification and machination; the title of my speech was: "Fake Nubia: a Colonial Forgery to deprive Cushitic Nations from National Independence, Historical Identity and Cultural Heritage".

The text of my contribution was published without the notes here:

academia.edu

Fake Nubia: a Colonial Forgery to deprive Cushitic Nations from National Independence, Historical Identity and Cultural Heritage

The text below is my speech at the 5th Annual Conference of the Network of Oromo Studies (NOS), which took place on 27th February 2021 on Vi

I herewith publish the first two notes of my speech; they constitute a brief but direct denunciation of the major Western anti-African forgeries, namely

- the Nubianization of the East African Cushites and of their historical past and heritage,

- the disparagement of the Berbers, and

- the denial of the existence of the Hamites.

Although short, this text provides readers with a comprehensive insight into the evil, racist and systematic efforts of distortion of the African past by the Anglo-French and the American criminal fraudsters and biased pseudo-academics.

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Read and download the 3000-word text here:

Continental Empires

Nubianization of the Cushites, Linguistic Denigration of Berbers, Denial of Hamitic Identity: the Next Genocide in Africa

History, Ancient History, Silk-, Spice- Perfume Roads, Spirituality, Faith,

and

historikon.substack.com

Nubianization of the Cushites, Linguistic Denigration of Berbers, Denial of Hamitic Identity: the Next Genocide in Africa

By Prof. Muhammad Shamsaddin Megalommatis